Subject

Grade Levels

Resource Type

File Type

Product Rating

Standards

CCSSMP6

CCSSMP5

CCSSMP3

CCSSMP2

CCSSMP1

- Product Description
- StandardsNEW

I have recorded 153 free YouTube videos covering every single 4th grade Eureka Math lesson. These videos are intended to help students, families, and teachers with Eureka Math homework. In each video, I model how to solve some representative problems from that night’s homework, leaving plenty available to challenge students.

The videos are free - just search for "Mr. Kung Has Problems" to find them all.

This TPT product is three-fold:

- It's a series of links to and descriptions of all of the Module 1 videos.

- It's a list of about 10 ways that these videos could be incorporated into your classroom as part of homework support, flipped classes, combo classes, or remediation/interventions.

- It's a complete list of exactly which homework problems appear in the 19 different Module 1 videos, so that you can assign problems which include or exclude those problems, depending on your goal. So for Module 1, Lesson 1, I've modeled 1B, 2 (partially), and 6. This document contains the full list for Module 1.

Note: You can download the Module 2 version for free since there are so few (5) lessons in the module. It has only an abbreviated list of my original intended uses for the videos for my students.

The videos are free - just search for "Mr. Kung Has Problems" to find them all.

This TPT product is three-fold:

- It's a series of links to and descriptions of all of the Module 1 videos.

- It's a list of about 10 ways that these videos could be incorporated into your classroom as part of homework support, flipped classes, combo classes, or remediation/interventions.

- It's a complete list of exactly which homework problems appear in the 19 different Module 1 videos, so that you can assign problems which include or exclude those problems, depending on your goal. So for Module 1, Lesson 1, I've modeled 1B, 2 (partially), and 6. This document contains the full list for Module 1.

Note: You can download the Module 2 version for free since there are so few (5) lessons in the module. It has only an abbreviated list of my original intended uses for the videos for my students.

Log in to see state-specific standards (only available in the US).

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP3

Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Total Pages

4 pages

Answer Key

Does not apply

Teaching Duration

1 month

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